Garuda - Garba Rujukan Digital

Optimization of digital media utilization by applying ANEKA values in the learning process at MIN 4 Pringsewu Lisa Apriyani
Jurnal Inovasi Guru Indonesia Vol. 2 No. 1 (2025): January - June
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i1.96

Background: Low student learning motivation remains a critical challenge in primary education, particularly in thematic learning contexts where instructional delivery often lacks media variation. The integration of digital learning media, aligned with core civil service values (ANEKA: Accountability, Nationalism, Public Ethics, Quality Commitment, and Anti-Corruption), offers a strategic approach to enhancing student engagement and instructional quality. Objective: This study aimed to optimize the utilization of digital media in the learning process by integrating ANEKA values to improve students’ learning motivation at MIN 4 Pringsewu, Lampung, Indonesia. Methods: A descriptive quantitative survey design was employed involving 24 fourth-grade students. The intervention consisted of eight structured activities, including teacher socialization, student personal engagement, national song integration using digital media, interactive games and ice breaking, optimization of PowerPoint presentations, animated videos, hologram media utilization, and structured student feedback collection. Data were analyzed using descriptive statistics based on student feedback responses. Results: The implementation of digital media integrated with ANEKA values demonstrated a positive impact on student motivation. Feedback analysis indicated that 87.5% of students expressed positive responses, reporting increased enthusiasm, engagement, and interest in learning activities. Conclusion: The optimization of digital learning media, when systematically integrated with professional ethical values, effectively enhances student learning motivation. This approach not only strengthens instructional engagement but also reinforces accountability, quality commitment, and ethical educational practices in primary school settings.

The role of diversity-themed poster media in promoting tolerance character development in religious education among junior secondary school students Rahma Yanthi
Jurnal Inovasi Guru Indonesia Vol. 2 No. 1 (2025): January - June
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i1.144

Background: Tolerance character development represents a critical component of religious education in multicultural societies where students encounter diverse beliefs and cultural backgrounds. Schools require innovative instructional strategies to internalize tolerance values effectively within classroom learning processes. Visual media, particularly diversity-themed posters, offer potential pedagogical advantages in strengthening moral reflection and inclusive attitudes among adolescents. Objective: This study aimed to examine the effectiveness of diversity-themed poster media in promoting tolerance character development among junior secondary school students in religious education. Methods: A quasi-experimental pretest–posttest control group design was employed involving 72 Grade VIII students from a public junior secondary school. Participants were divided into an experimental group receiving a six-week diversity-themed poster intervention and a control group receiving conventional instruction. Tolerance character was measured using a validated 25-item Likert-scale instrument covering five dimensions: respect for differences, openness to dialogue, empathy, non-discrimination, and cooperative behavior. Data were analyzed using descriptive statistics, paired sample t-tests, independent sample t-tests, and effect size calculations. Results: Baseline analysis indicated no significant difference between groups prior to the intervention (p > 0.05). The experimental group demonstrated a statistically significant increase in tolerance scores from pretest to posttest (p < 0.001), while the control group showed no significant improvement (p > 0.05). Posttest comparison revealed a significant difference between groups (p < 0.001) with a large effect size (Cohen’s d = 0.92), indicating substantial intervention impact. Conclusion: Diversity-themed poster media significantly enhance tolerance character development in junior secondary religious education. The integration of visually engaging and value-oriented instructional materials supports moral internalization and fosters inclusive attitudes in multicultural classroom settings.

Enhancing collaboration and communication skills through discovery learning in Indonesian language classrooms Muhammad Yani
Jurnal Inovasi Guru Indonesia Vol. 2 No. 1 (2025): January - June
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i1.145

Background: Twenty-first century education emphasizes the development of collaboration and communication skills as essential competencies for meaningful learning. Indonesian language classrooms require instructional approaches that promote active engagement, cooperative interaction, and structured discourse construction. Discovery learning has been widely implemented to enhance higher-order thinking; however, empirical evidence regarding its integrated impact on collaboration and communication skills in language education remains limited. Objective: This study aimed to examine the effectiveness of discovery learning in enhancing students’ collaboration and communication skills in Indonesian language classrooms at the secondary school level. Methods: A quasi-experimental design with a pretest–posttest control group approach was employed. Seventy-two Grade VIII students were divided into an experimental group receiving six weeks of discovery learning instruction and a control group receiving conventional instruction. Data were collected using validated collaboration and communication skill rubrics. Descriptive statistics, paired sample t-tests, independent sample t-tests, and effect size analysis were conducted to determine within-group and between-group differences. Results: The findings revealed no significant difference between groups at baseline. After the intervention, the experimental group demonstrated significantly higher scores in both collaboration and communication skills compared to the control group (p < 0.001). Within-group analysis showed substantial improvement in the experimental group, while changes in the control group were not statistically significant. Effect size calculations indicated a strong pedagogical impact of discovery learning on both skill domains. Conclusion: Discovery learning effectively enhances students’ collaboration and communication skills in Indonesian language classrooms. The structured phases of exploration, discussion, verification, and reflection provide a meaningful framework for fostering cooperative engagement and expressive competence. The integration of discovery learning offers a promising instructional strategy for strengthening 21st-century competencies in language education.

Project-based learning as an instructional strategy to improve creative thinking in junior high school Sutriana Sutriana
Jurnal Inovasi Guru Indonesia Vol. 2 No. 1 (2025): January - June
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i1.146

Background: Creative thinking is a fundamental competency in junior secondary science education, as it enables students to generate innovative solutions, interpret scientific phenomena, and engage in higher-order reasoning. Project-Based Learning (PjBL) has been widely recognized as a student-centered instructional approach that promotes inquiry, collaboration, and authentic problem solving. However, empirical evidence regarding its effectiveness in improving creative thinking within junior secondary science contexts remains limited and requires further investigation. Objective: This study aimed to examine the effectiveness of Project-Based Learning as an instructional strategy to improve creative thinking skills in junior secondary science education. Methods: A quasi-experimental design employing a pretest–posttest control group approach was conducted with 68 Grade VIII students divided into an experimental group receiving PjBL instruction and a control group receiving conventional teaching. The intervention was implemented over six weeks within environmental science topics. Creative thinking was assessed using a validated open-ended test measuring fluency, flexibility, originality, and elaboration. Data were analyzed using descriptive statistics, paired samples t-tests, independent samples t-tests, and effect size calculations. Results: The findings indicated that both groups demonstrated improvement; however, the experimental group achieved significantly higher posttest scores than the control group (p < 0.001). The mean gain of the experimental group was substantially greater than that of the control group. Effect size analysis revealed a very large practical impact of Project-Based Learning on students’ creative thinking development. Conclusion: Project-Based Learning effectively enhances creative thinking skills in junior secondary science education. The structured phases of investigation, collaboration, product creation, and reflection provide meaningful opportunities for students to generate original ideas and elaborate scientific solutions. The findings support the integration of Project-Based Learning as a strategic framework for strengthening 21st-century competencies in science classrooms.

Improving oral communication skills in early childhood education through the Numbered Heads Together (NHT) cooperative strategy Desi Laila
Jurnal Inovasi Guru Indonesia Vol. 2 No. 1 (2025): January - June
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i1.147

Background: Oral communication skills represent a fundamental component of early childhood development, as they support cognitive growth, social interaction, and future academic readiness. However, many early childhood classrooms still demonstrate unequal participation patterns, where only a small proportion of learners actively engage in speaking activities. Cooperative learning strategies, particularly the Numbered Heads Together (NHT) model, offer structured participation mechanisms that may promote equitable speaking opportunities and enhance children’s communication competence. Objective: This study aimed to improve oral communication skills among early childhood learners through the implementation of the Numbered Heads Together cooperative strategy in classroom learning. Methods: The study employed a classroom action research design conducted in two cycles involving 24 early childhood learners aged 6–7 years. Each cycle consisted of planning, action, observation, and reflection phases. The intervention integrated structured group discussion and random number calling to ensure equal speaking opportunities. Data were collected through structured observation sheets, speaking performance rubrics, field notes, and video documentation. Quantitative data were analyzed using normalized gain scores, while qualitative data were examined through thematic reflection analysis. Results: The findings indicated progressive improvement in children’s oral communication performance across cycles. The normalized gain score increased from 0.42 (moderate improvement) in Cycle I to 0.71 (high improvement) in Cycle II. The proportion of actively participating students increased significantly, while passive behavior decreased markedly. Improvements were observed in fluency, vocabulary use, pronunciation clarity, responsiveness, and speaking confidence. The cooperative accountability mechanism ensured equitable participation and reduced speaking anxiety among learners. Conclusion: The Numbered Heads Together cooperative strategy effectively enhanced oral communication skills in early childhood education through structured collaboration and equal speaking distribution. The findings suggest that systematic cooperative participation models can serve as practical pedagogical solutions for strengthening early childhood oral communication competence.

Instructional use of counting media to improve mathematical conceptual understanding in elementary education Maulinah, Maulinah
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.148

Background: Mathematical conceptual understanding in elementary education remains a critical concern, particularly in fostering students’ ability to connect procedural fluency with conceptual reasoning. Instructional media, especially counting-based manipulatives and digital tools, are increasingly recognized as effective strategies to enhance numeracy learning in primary classrooms. However, empirical evidence examining their structured implementation and measurable impact on conceptual mastery is still limited. Objective: This study aimed to examine the effectiveness of instructional use of counting media in improving mathematical conceptual understanding among elementary school students. Methods: A quasi-experimental design with a pre-test and post-test control group was employed involving 56 elementary students divided into experimental and control groups. The experimental group received mathematics instruction using structured counting media, while the control group received conventional instruction. Data were collected through validated conceptual understanding tests and classroom observations. Statistical analyses included independent samples t-test, normalized gain (N-gain), and effect size (Cohen’s d) to determine the magnitude of improvement. Results: The findings revealed that the experimental group achieved significantly higher post-test scores compared to the control group (p < 0.01). The normalized gain score of the experimental group indicated a moderate-to-high improvement category, while the control group demonstrated low improvement. The calculated effect size (d = 1.56) reflected a large educational impact. Classroom observations further indicated increased student engagement, improved conceptual explanation ability, and enhanced confidence in problem-solving activities. Conclusion: The instructional use of counting media significantly enhances mathematical conceptual understanding in elementary education. Structured integration of manipulative and interactive counting tools provides meaningful learning experiences that bridge concrete and abstract mathematical thinking. The study supports the adoption of counting-based instructional media as an evidence-based strategy to strengthen conceptual mathematics learning in primary schools.

Canva-based instructional design for strengthening students’ digital literacy skills Widayati, Iis
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.149

Background: Digital literacy has become an essential competency in contemporary education due to the increasing integration of technology in classroom learning. Despite this demand, many students continue to experience difficulties in evaluating information, creating digital content, and communicating effectively through visual media. Instructional innovation that integrates multimodal digital tools is therefore required to address these challenges. Canva-based instructional design offers a structured visual-digital learning environment that may strengthen students’ digital literacy skills through interactive and collaborative activities. Objective: This study aimed to examine the effectiveness of Canva-based instructional design in strengthening students’ digital literacy skills in formal classroom settings. Methods: The study employed a quasi-experimental design with a pre-test and post-test control group approach involving 56 junior secondary students divided into experimental and control groups. The experimental group received structured Canva-based instructional activities, while the control group received conventional instruction. Data were collected using a validated digital literacy skills test and classroom observation instruments. Statistical analyses included independent samples t-test, paired samples t-test, normalized gain (N-gain), and Cohen’s d effect size to determine statistical and practical significance. Results: The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p < 0.001). The experimental group demonstrated a moderate-to-high N-gain (0.69), whereas the control group showed low-to-moderate improvement (0.31). The calculated effect size (d = 1.48) indicated a large educational impact. Classroom observations further confirmed increased student engagement, improved visual communication competence, and enhanced collaborative digital performance in the experimental group. Conclusion: Canva-based instructional design significantly enhances students’ digital literacy skills by promoting multimodal engagement, collaborative learning, and creative digital production. The findings support the integration of structured visual-digital instructional strategies to strengthen digital literacy development in contemporary education environments.

Integrating powerpoint as an instructional medium to enhance science learning performance in junior secondary education Ab, Darlis
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.150

Background: The integration of digital instructional media has become increasingly essential in improving students’ academic performance, particularly in science education at the junior secondary level. Structured visual presentation tools such as PowerPoint offer systematic content organization, interactive features, and guided conceptual explanation that may enhance students’ cognitive achievement. Objective: This study aimed to determine the effectiveness of integrating PowerPoint as an instructional medium to enhance science learning performance among junior secondary students. Methods: A quasi-experimental design employing a pre-test–post-test control group approach was conducted with two intact classes consisting of 60 students. The experimental group received science instruction supported by structured and interactive PowerPoint presentations, while the control group received conventional instruction without digital media integration. Data were collected using a validated cognitive achievement test and analyzed through descriptive statistics, independent and paired samples t-tests, and normalized gain (N-Gain) analysis to measure learning improvement. Results: The findings revealed that the experimental group achieved significantly higher post-test scores compared to the control group (p < 0.05). The mean N-Gain score of the experimental group (0.59) indicated moderate-to-high effectiveness, whereas the control group demonstrated moderate effectiveness (0.31). These results confirm that structured PowerPoint integration significantly enhances students’ science learning performance. Conclusion: The study concludes that integrating PowerPoint as a structured instructional medium effectively improves cognitive achievement in junior secondary science education. The findings provide empirical support for the systematic incorporation of interactive presentation media to strengthen science learning outcomes.

Enhancing elementary students’ critical thinking character through wall magazine project implementation Aprilia, Umi Anisa
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.151

Background: Developing students’ critical thinking character has become a central priority in contemporary elementary education, particularly through literacy-based and project-oriented instructional strategies. Classroom practices that encourage active engagement, collaborative writing, and reflective evaluation are considered essential to strengthening analytical reasoning and responsible decision-making among young learners. Objective: This study aimed to examine the effectiveness of implementing a wall magazine project in enhancing elementary students’ critical thinking character compared to conventional instructional approaches. Methods: The study employed a quasi-experimental design with a pre-test and post-test control group structure. Sixty elementary students were divided into an experimental group receiving wall magazine project-based instruction and a control group receiving traditional teaching methods. Data were collected using a validated critical thinking character assessment instrument. Statistical analyses included descriptive statistics, independent samples t-test, paired samples t-test, and normalized gain (N-Gain) analysis to measure the magnitude of improvement. Results: The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p < 0.05). The experimental class demonstrated a moderate-to-high N-Gain score, indicating substantial improvement in analytical reasoning, reflective evaluation, and collaborative problem-solving. In contrast, the control group showed only moderate improvement. These results confirm that structured wall magazine project implementation effectively strengthens students’ critical thinking character. Conclusion: The wall magazine project represents an effective project-based literacy strategy for enhancing critical thinking character in elementary education. Integrating collaborative writing, structured discussion, and reflective presentation activities can foster meaningful cognitive and character development among students.

E-book–integrated instruction as a strategy to improve students’ critical thinking skills Purwaningsih, Kadek Dwi
Jurnal Inovasi Guru Indonesia Vol. 2 No. 2 (2025): July - December
Publisher : Science Center Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63202/jigi.v2i2.152

Background: The rapid integration of digital technology in elementary education requires instructional strategies that not only enhance digital literacy but also promote higher-order thinking skills. E-book–integrated instruction has emerged as a promising approach to facilitate interactive, student-centered learning while supporting the development of critical thinking skills in technology-enhanced classrooms. Objective: This study aimed to examine the effectiveness of e-book–integrated instruction as a strategy to improve students’ critical thinking skills in elementary education. Methods: The study employed a quasi-experimental design with a pre-test–post-test control group structure involving 60 fifth-grade students divided into experimental and control groups. The experimental group received structured instruction using interactive e-books featuring contextual problems, multimedia elements, and reflective prompts, while the control group received conventional textbook-based instruction. Data were collected using a validated critical thinking skills assessment instrument. Statistical analyses included descriptive statistics, paired samples t-test, independent samples t-test, and normalized gain (N-Gain) analysis with a significance level of 0.05. Results: The findings revealed that the experimental group achieved significantly higher post-test scores than the control group (p < 0.05). The experimental group demonstrated a moderate-to-high N-Gain score, indicating substantial improvement in analytical reasoning, evaluation, and problem-solving skills. In contrast, the control group showed only moderate improvement. These results confirm that structured e-book–integrated instruction effectively enhances students’ critical thinking skills. Conclusion: E-book–integrated instruction represents an effective digital learning strategy for strengthening critical thinking skills in elementary education. The integration of interactive content, contextual problem-solving tasks, and guided reflection supports meaningful cognitive engagement and promotes higher-order thinking development.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Hesti Herliantari

Contact Email
hestiherliantari01@gmail.com

Phone
+6281377994124

Journal Mail Official
sciencecentergroup@gmail.com

Editorial Address
alan Ir. Ibrahim, Sukajadi, Kecamatan Baturaja Timur Ogan Komering Ulu, Sumatera Selatan, Indonesia

Location
Kab. ogan komering ulu,

Sumatera selatan

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hesti Herliantari

Contact Email hestiherliantari01@gmail.com

Phone +6281377994124

Journal Mail Official sciencecentergroup@gmail.com

Editorial Address alan Ir. Ibrahim, Sukajadi, Kecamatan Baturaja Timur Ogan Komering Ulu, Sumatera Selatan, Indonesia

Location Kab. ogan komering ulu, Sumatera selatan INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Hesti Herliantari

Contact Email
hestiherliantari01@gmail.com

Phone
+6281377994124

Journal Mail Official
sciencecentergroup@gmail.com

Editorial Address
alan Ir. Ibrahim, Sukajadi, Kecamatan Baturaja Timur Ogan Komering Ulu, Sumatera Selatan, Indonesia

Location
Kab. ogan komering ulu,

Sumatera selatan

INDONESIA